The Magnolia gazette. [volume] (Magnolia, Miss.) 1872-current, 1887-04-08

IJon. GfapeS 40 not grow on
thorns," nor "iigs on thistles
A nobh, useful, and happy life
can not be built out Of rotten ma
terial. Mistakes in school-life
may be followed by m endless
series Of consequences.
sPAsMoD1c TRAININ a TIRE.
MENpoUs EVIL
8, BY this il meant irregular
attendance on school. II is going
to school 4 few months, and then
stop few weeks or months with
many Interruptions while on the
register OF the school. The least
that can be said Of it is, it is better
than no attendance, and very
superior mind may recover from
its damaging effects. The first
bitter fruit Of such spasmodic
training is a huge distaslc for
school-life. This is followed by
\ staggering depreciation Of the
aim and end in education. Folly
inquiries, what is the use? Sup
pose it was pointed out TO the girl
or boy, utterly careless about the
use, and 100 dull or too slolid to
understand It or 70 appreciate it
when the use is explained, what
good would it do? What good
will spectacles do to mole that
has no eyes? 1t is a fatal sign SO
far as a future awful life is con-
cefned to sec a boy more intcres-
ted in his appetites and lower
desires than in the cuiture Of the
mind that should direct them to
noble ends. The plow is not
more important than the inteIli-
gent being that guides il, The
engineer is more important than
the engine, and the mind is more
important than the body. The
body is the servant Of The mind,
and hard will be the treatment of
the +, ryant, if the master is the
stupid victim Of his passions.
What more efficient method can
be devised by wicked carclcssness
and narrow notions to interest
boys or girls in the grosser appe-
tites, in all that delights the
sense, and the lnnumerable follics
that beset the path Of youth, to
The utter and shameful neglect by
earnest, regular culture Of those
qualities cf heart and mind that
ennoble life, than an irregular
haphazatd attendance on school
The parent has crystaljzed his
depreciation Of the end and aim
Of all education by this course.
How deplorablc such a course !
The mind aud the heart cannot
grow by such a method. Corn
does not grow by spasms, neither
do the qualities Of the heart and
mind. Culture is not fever life.
POOR EDUCATION EARrWs
wrrfERING BLIGHT.
6. That education is poor which
is onc-slded and partial, and
defective ID method and aim.
Mere knowledge is only a thous-
audth part Of an education. "Trair
up a child in the way hc should
go and when he Is old, he viii moi
depart from it, embodies the
spirit and aim Of all true and val
liable education. knowledge Is d
means to an end. This end il the
usefulness Of the child. Az nix i;
not sharpened for the sake of the
AK, but for the work; it is to do
Lose sight Of the end in the pro
cess Of education, aud the first
poor element is introduced into
the work. Education without al
end, is like a man travelling with
out a definite object to which hi
directs his journey. Progres
there must be, but how pltliull,
slow is it when there is no clea
object to be accomplished. Tha
object respects the powers Of th,
mind, the memory, the judgmen
and the like. and the desires an,
affections Of the heart. Thes'
two must work 10 harmony. Ther
must be no war between the min,
and the heart. A perverted hear
joined to a cultured mind vii
surely cripple, if it does not para
lize the usefulness Of the boy o
the girl. That education whicl
neglects the heart, is false at bot
tom. It is the heart that does th
wrong in the world, not the mem
ory nor the judgment. Many
conscience is fast asleep, and ca
not, on account Of its torpid con
dition. direct life 10 noble ends
The blind desires tyrannize owe
life with cruel energy, while con
science, interest and duty enieebls
by long abuse, chide in feeble &C
cents life's follies and life's mad